Westpark Elementary School Report on the School’s Success Plan, Management

and Educational Success Agreement, and Contribution to the School Board’s Strategic Plan

Introduction In January 2010, the school signed a management and educational success agreement with the school board. The overall objective of the agreement is to improve student success. The management and educational success agreement incorporates five major goals:

• Increased Graduation and Qualification Rate • Improved Mastery of English and French Language Skills • Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or

Learning Difficulties • Promoting Wellness in a Safe and Caring Community • Increased Enrollment of Students Under 20 Years of Age in Vocational Training

The management and educational success agreement is valid until June 30th, 2015 and is reviewed on a yearly basis. The agreement is closely aligned with the school success plan for 2010-2015. Student success is the force that drives our actions, we believe that the identified pillars of our success plan represent the key areas that will increase student success and ensure the achievement of our management and educational success agreement goals. It is our responsibility to ensure that every student has the opportunity to excel, our success plan combined with our management and educational success agreement provides our road maps to meet that responsibility. We are pleased to share news of this past year’s (2012-2013) successes. This annual report includes information on our success plan results, management and educational success agreement results as well as the school`s contribution to the school board`s strategic plan. The report shares information about the important work that our school does to foster student success while ensuring a safe and healthy educational environment, and highlights the work and achievements of students and staff. This report is only a tiny snapshot of what happens every single day in our school with our collective mission to provide excellence in education.

School Portrait

School Name 2012-2013

School Capacity 660

Program(s) Early Immersion

Total Number of Students Registered 563

Total Number of Students Registered In Daycare 240

Number of Students With Handicaps, Social Maladjustments, or Learning Difficulties.

53 students (9.4%)

School Mission/Vision Westpark School is a public elementary school offering an Early Immersion Program. Our aim is to provide a quality learning environment which encourages each child to develop to his or her full potential. We are committed to creating an atmosphere which promotes intellectual, social, and emotional growth, and fosters a sense of community within each child. We encourage good citizenship and community involvement. Westpark School is guided by the principles set forth in our Mission statement: The mission of Westpark School is to provide a safe and caring community climate which facilitates the personal, academic, spiritual and physical development of the student as life-long learners. The school is dedicated to bringing all students to their individual levels of excellence by providing them with best teaching practices, experiences and role models. Our ultimate purpose is to help each student become a productive member of a global community, is prepared for challenges and ready to assume responsibility in a rapidly changing world. School‐Vision and Orientations: • To provide a community school where parents feel welcome to become partners in their child's education, and where commitment to learning and success are foremost in everyone's thoughts. • To provide a safe environment where individual differences are respected and individual talents are discovered and nurtured. Student Exit Profile: Students will leave Westpark School • Confident and competent in reading and writing in both languages • Respectful and understanding of self and others • Prepared for secondary school • Able to use technological learning skills • With an understanding of the importance of health, fitness, and living a healthy lifestyle At Westpark School we value: • An atmosphere which encourages self-respect and respect for others and the environment • The natural curiosity of all members of the community • Individual contributions of all members of the community • A commitment to life-long learning • The right to self-expression balanced by the responsibility of appropriate conduct

Goal 1: Increased Graduation and Qualification Rate

School Board Context The student success rate in terms of certification and qualification remains an important factor. The Lester B. Pearson School Board has been consistently among the top five school boards in the province with respect to the overall graduation and qualification rate. The graph below summarizes the LBPSB graduation and qualification rate for students under the age of twenty over the past five years. Over the next ten years, the MELS has given us the challenge of increasing our graduation and qualification rate to 88%. We have set our 2015 graduation and qualification rate target at 85.5% with 2% of this increase coming from the youth sector and 1% coming from the adult education and vocational training sector. We continue to address the difference in the graduation and qualification rate between boys and girls. As well, all of our elementary schools are working towards increasing their success rate for MELS Elementary End of Cycle III Math exam results.

LESTER B. PEARSON SCHOOL BOARD

GRADUATION and QUALIFICATION RATE

64.0

66.0

68.0

70.0

72.0

74.0

76.0

78.0

80.0

82.0

84.0

86.0

2001 Cohort

2002 Cohort

2003 Cohort

2004 Cohort

2005 Cohort

2006 Cohort

2007 Cohort

7 Year Cohort

6 Year Cohart

5 Year Cohort

School Results

Goal 1: Increased Graduation and Qualification Rate

# Objective 2009 Baseline

2015 Target

2013 Result

1 A 2 % increase in the success rate for MELS End of Cycle III Math Exam Results by 2015. 93% 92% 86.05%

2 Reduce the dropout rate. Minimum of one intervention targeting the engagement of boys. 1 5 4

3 Increase 2% in the success rate in Board level math exams in grade 2.3,4,5.

Baseline established

in 2012-2013

See note below

Level of Accomplishment:

• The success rate for grade 6 end- of- cycle math exam indicates a success rate (86.05%) which surpasses the Board’s success rate (81.26%).

• Results of math exams indicate a similar trend in rate of success. Westpark results in the math exam for grades 3-6 place students’ results consistently above the Board’s average results

• Boys who are struggling continue to make up the greater number of students receiving resource support, classroom interventions and benefit from other intervention programs

Situation Analysis:

• In the current success plan, Westpark has committed to participate in all Board level exams in mathematics. Westpark students continue to excel in both exam results and end of term results. The end of term results are calculated based on a formula provide by MELS. The math exams are used as part of the evaluation process for the year’s work. The exam results are monitored for indicators for teacher professional development and the initiation of new programs aimed on capitalizing student interest and maximising math skill development.

• The grade 6 end- of- cycle math results indicates that Westpark students scored significantly higher in situational problem solving (90.70%) than in using mathematical reasoning (81.40%). The weighting for these competencies has impact on final mark. (30% for situational problem solving and 70% for mathematical reasoning). Two technology- based programs have been introduced to help close the gap in performance in these two competencies. Numerik in grades 1 and 2 was initiated in the Fall,2012 and Reflex math was introduced in the Fall, 2013 for grades 3-6. Both programs have high student appeal that generate student interest and are aimed at improving operational, reasoning and problem solving skills

• Examining the end-of-year results by gender indicates that boys performed equally or better in math in grades 2 and 3, but not as well in grades 4, 5, and 6. The drop is from 1.49 % in grade 4 to 4.6% in grade 6. This is a trend that requires monitoring and supports the intervention programs which serves boys in a ratio of 4 (boys): 1 (girl).

Goal 2: Improved Mastery of English and French Language Skills

School Board Context The overall aim of Goal 2 from the Ministry of Education Leisure and Sports is to improve the mastery of the French Language. The Lester B. Pearson School Board, as an English school board, has targeted the improvement of both French and English literacy skills. The Board’s goal is not only to graduate students who are bilingual, but who are also biliterate; able to read, speak and write in English and French. As a result, our focus is an emphasis on early intervention to further improve literacy skills. Our systemic efforts must begin at the elementary level and be maintained throughout the secondary year. This will allow for improvement in our success rates for Secondary V Uniform Ministry Examinations in English Language Arts and French, and increase our students’ exposure to French. In addition to this important objective, the School Board is also faced with an increasing demand for more French instruction from the parent community. A choice of three Immersion programs at the elementary level and a bilingual program at Cycle I of the secondary level respond to the request from parents, meet the parameters of the Quebec curriculum and advance our success plan and management and educational success agreement goals.

School Results

Goal 2: Improved Mastery of English and French Language Skills

# Objective 2009 Baseline

2015 Target

2013 Result

1 A 2 % increase in the success rate for elementary end of Cycle III French exam results by 2015. 92% 94% 99.24

2 A 1 % increase in the number of elementary students reading at level by 2015.

Baseline established

in 2012-2013

3 A 2 % increase in the success rate for elementary end of cycle III English exam results by 2015. 98% 98% 92%

4 A 2% increase in the success rate for English Board level exams in grade 4

Baseline established

in 2012-2013

95% 93.57

5 A 2% increase in success rate for French Board level exams in grade 4

Baseline established

in 2012-2013

86.0% 82.14%

Level of Accomplishment:

• Westpark students continue to perform well in French grade 6 the end-of-cycle exam (99.24 success rate). Similarly, the end- of- cycle exams in English indicate a high degree of success ( 92%). Both in English and French exams, Westpark students performed above the Board average in 2012-2013.

• The results of the end of cycle English exam in grade 4, 97.64% reflects a similar trend • Students continue to meet reading benchmarks in predictable and measurable fashion. By grade 6, 94% of

students are reading at the accepted fluency level in English and 83.15% are doing so in French. Situation Analysis:

• The early intervention program that serves students in grade 1 and 2 has had proven results in supporting struggling students achieve reading and comprehension levels needed for school success. Reading in both French and English form the core of all academic subjects. All students in grade 1 and 2 are closely monitored to ensure that they will get support to meet targeted levels in reading and comprehension.

• In grades 1 and 2 increased exposure to French literacy skills has been imitated in the Fall, 2013 • Science and music have traditionally been offered in French and in Fall 2013 a robotics and computer program

has been added in French to increase the use of French as medium for learning • An examination of the French exam results in grade 4 has provided information for teacher professional

development.

Goal 3: Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or Learning Difficulties

School Board Context The Lester B. Pearson School Board is proud to be an inclusive school board where students with special needs are integrated into community schools and classrooms. In each school students with special needs are members of the community receiving support services as indicated by an Individualized Education Plan (IEP). Our focus for the next four years is to increase the qualification rate for our students with handicaps, social maladjustments or learning difficulties. We will continue to implement and support a variety of Work Oriented Training Pathway programs and school-based alternative programs which address the needs of our students and lead to qualification. In addition, the School Board team and individual school teams continue to develop individual and small group programs that respond to student needs. These programs are in line with student IEP objectives and enhance their opportunities for student success. School Results

Goal 3: Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or Learning Difficulties

# Objective Baseline

2015 Target

2013 Result

1 To improve the qualification rate of students at risk and students with handicaps, social mal adjustments or learning difficulties who will benefit from such intervention.

See not below

Level of Accomplishment:

• The Westpark resource model encourages best teacher practices, differentiated instruction, early intervention, with a specific focus on reading skills in French and English and facilitates the implementation of the appropriate IEP for students struggling academically or for students with special needs. The writing of the IEP with attainable goals is critical for the success of our students with special needs. This is an on-going professional development program for our teachers and support staff.

• Resources teachers and classroom teacher collaborate with Board professionals or from outside agencies (occupational therapist, speech pathologist, psychologists, educators, social workers) in order to develop approaches for students with special needs.

• Students at risk and students with special needs are predominantly boys. The number of boys requiring services continues to drive the need for programs that have appeal for boys.

• The use of technology-based approaches is now an important factor in providing support for students with special needs or at risk. Most students with special needs now have an ipad or laptop assigned for their exclusive use. Many students at risk for learning difficulties are now encouraged to use an ipad or laptop for specific tasks (writing especially).

Situation Analysis:

• The number of students who fall in the at-risk category has increased in the last year. In 2011-2012 there were 32 students (5.4%) identified in this category. In 2012-2013 the number in this category of student increased to 53 (9.4%). In addition to identified students, our resource team and other intervention programs also support students who have not yet been formally identified as at risk or as students with special needs

• There has been a concerted effort to develop programs which may be of interest to all students, but are of particular interest for boys. A robotics program incorporated in the technology and science program is of proven interest to boys.

• Teachers are encouraged to update technological skills in order to better serve students. Professional development was provided for all teachers on the use of ipads. A class set of ipads was purchased and operational during the 2012-2013 school year. A class set of laptops was made available to teachers. The goal is to increase both the number and variety of devices that support all students, and which have proven especially effective for those students in the at risk categories

• A lead group of teachers with an interest in technology has spearheaded the use of ipads in the school. They have researched and facilitated the use of appropriate apps with the support of the Board educational technology consultant

• The work oriented program has been discussed with parents of students that such programs might serve.

Goal 4: Promoting Wellness in a Safe and Caring Community

School Board Context Student success is greatly determined by the school and community environment. Schools and communities must work hand-in-hand to ensure that our students learn in an environment that is safe, caring, and promotes wellness. All elementary and secondary schools are working towards implementing the Healthy Schools Approach, further developing a culture of pride and respect for our environment, and completing a yearly portrait of the school climate in order to continue to prioritize interventions in line with a safe, secure, healthy, and welcoming environment.

The Elementary School Climate Portrait is developed through the completion of two surveys: the “Safe and Caring Schools Survey” completed with staff and the “Tell Them From Me Survey” completed by senior elementary school students twice yearly. The elementary student survey provides 20 indicators based on the most recent research on school and classroom effectiveness. This year’s report provides highlights based on data from 7,950 elementary school students from 33 schools.

With the changes to the Education Act through Bill 56: An Act to Prevent and Stop Bullying and Violence in Schools the school board is working with students, staff, administrators, Governing Boards, parents, and community partners to implement necessary changes. The school board updated its Safe and Caring Schools Policy to ensure that it is properly aligned with the changes to the Education Act. All of our schools have updated their Codes of Conduct and their anti-bullying and anti-violence plans. The portraits of school climate, which are completed on a yearly basis, are of paramount importance reporting on progress.

School Results

Goal 4: Promoting Wellness in a Safe and Caring Community

# Objective Baseline

2015 Target

2012 Result

1 The number of initiatives that promote pride in and respect for our environment. 12 15 14

2 The number of programs and interventions that address violence prevention and conflict resolution. 3 8 4

3 Implementation of the Healthy Schools Approach. Implemented

4 Complaints: Bullying n/a n/a 0

5 Complaints: Violence n/a n/a 0

Level of Accomplishment:

Students in grades 4-6 complete an- online survey on school safety twice a year. The results of the Tell It From me Survey indicate that students feel safe attending Westpark School and going to and from school and the rates are reflective of Canadian norms. 89% of Westpark students reported feeling safe and the Canadian average is 87%. 88%of the girls and 90% of the boys felt safe attending the school. The Canadian norm is 88% for the girls and 85% for boys.

The percentage of students identifying as victims of bullying sits at 26% which is at the Canadian Average. Of these students, 57% say they experienced Verbal or Social Conflict at school, while Physical Conflict and Cyber Bullying were identified by 15% and 6% respectively. Students identify recess (34%) and lunch (30%) as the most common times during the day when they encounter conflict with peers. All reported incidents of violence, aggression or bullying were addressed and resolved at the school level.

• The Westpark Peaceful School Committee continues its innovative approach of bringing parent’s

teachers, community officer and administrators together to address issues related to bullying and violence. The committee planned workshops for specific grade levels as (3 and 5) and whole school programs (pink shirt day). In addition parent information workshop was organized to inform parents about Bill 56.

• Westpark celebrated its 50th anniversary with a celebration involving whole school participation. In addition to the regular programs in place, the 50th anniversary committee was the guiding force

that brought students, parents, staff and former staff together to celebrate the school’s achievements

• The Westpark School Success Plan was revised to include information on bill 56. A comprehensive plan for addressing issues of bullying and violence was approved by the Governing Board and was distributed to all parents. All staff members were made aware of the Bill and its implications and application at the school level

Situation Analysis:

• The Tell it From Survey indicates that Westpark is within the Canadian average for incidents of bullying. Working with our peaceful school committee and community officer, regular information sessions Westpark students are fully informed on bullying and violence. While they report incidents within the Canadian average Westpark students also reported feeling safe at school and having access to school personnel should they require assistance.

• The incidents of bullying and violence occur most frequently during the unstructured time during recess and lunch. To address this situation there has been an increase in supervision time for all staff members. In addition, a plan for strategic placement of recess and lunch supervisors and a plan for sharing the playground equitably were implemented.

• Westpark students are also the beneficiaries of a wide variety of lunch time activities which places students in organized and structured activities which hinders the possibilities for bullying and violence. These activities include intramural sports organised by our physical education teachers, special interest clubs or groups organized by our teachers and organized activities for the most vulnerable students.

• A program of on–going professional development for school staff ( teachers, aides, lunch and daycare personnel) aims to equip the staff to recognize and address issues of bullying and violence and to sensitize all staff to their responsibilities as outlined in Bill 56.

• An increasing concern is the use of social media outside the school which has an impact on school culture. This is a new phenomenon for elementary school which bears monitoring in the future as the prevalence of hand- held technological devices of all kinds increases and the reliance of social media by young children becomes more evident. A concerted effort teaches students about digital citizenship are now part of the anti- bullying program.

• All cases involving bullying and/or violence were resolved at the school level and in accordance with the mandate of Bill 56. As Bill 56 was only implemented last year no baseline was established in the success plan

Goal 5: Increased Enrollment of Students Under 20 Years of Age in Vocational Training

School Board Context The Vocational Education pathway continues to be a growing choice towards graduation for students under 20 years of age as well as being a priority for the Ministry of Education Leisure and Sports. Our Vocational Education Centres provide numerous training programs that lead directly to employability and/or to a career. New programs implemented over the past year include Building Maintenance, Sommelier, and a Bakery program which involves an important partnership with Première Moisson Bakeries.

The graph below indicates that the Vocational Training sector’s contribution to the overall school board graduation rate has increased over the past four years. The vast majority of these students enter without interrupting their studies and with a diploma or qualification. To continue to be successful in this area, our priorities include expanding the number of vocational training opportunities and promoting vocational training programs as viable and exciting options towards certification. We feel that by attracting more students to these programs we can improve the contribution from the Vocational Training sector to the School Board’s overall graduation rate.

New Registrations Vocational Training Sector for Students Under 20 Years of Age

School Results

Goal 5: Increased Enrollment of Students Under 20 Years of Age in Vocational Training

# Objective Baseline

2015 Target

2013 Result

1 The number of initiatives that promote vocational education

Level of Accomplishment:

This goal has not been addressed in 2012-2013

210

220

230

240

250

260

270

280

2008-2009 2009-2010 2010-2011 2011-2012

New Registrations Vocational Training Sector for Students Under 20 Years of Age

Other School Objectives School Results

Other School Objectives:

# Objective Baseline

2015 Target

2013 Result

1 Use of assessment tools (GB+, Running records, MRE, and Prime) to help design programs for struggling students n/a 6 4

2

Weekly meetings of the school interdisciplinary team to address issues involving individual student learning , individual behavioural challenges and the development of appropriate individual education plans (IEP’s)

n/a weekly weekly

3 Design professional development based on data collected from the assessment tools and performance on Board level exams

n/a 5 3

4 Commitment to green initiatives as mandated by the Brundtland school designation n/a 8 5

5 The development of technology initiatives to meet the needs of students using hand-held devices n/a 6 2

Level of Accomplishment:

• Assessment tools are part of the accepted procedures for evaluating all students (reading in French and English). Reading assessments and Prime math assessments are critical in developing programs for students at risk for learning

• Resource meetings are crucial in identifying and providing services for students experiencing difficulty in learning, and/ or students with special needs. Teachers seeking help with students have access to the interdisciplinary team for support in implementing programs or developing individual educational plans. The effectiveness of the resource meeting is highly dependent on voluntary teacher participation. Westpark teachers actively participate in resource meetings for the benefit of their students.

• Participation in board level exams provides data for further professional development. While pass rates are not a concern for Westpark students, a closer look at performance on individual competencies and exams results, provides valid information for designing learning activities for students.

• Environmental issues are brought into focus by the Environment Committee. Environmental projects are not only important, but have inherent high interest for students. Capitalizing on this interest and incorporating these issues in learning activities is a concurrent goal to examining our practices to reduce waste.

• During the 2012-213 school years Westpark made the initial steps in incorporating ipads in the learning environment. All teachers participated in an initial session on how to use such devices in the classroom. By midyear the class set of ipads were used by several teachers on specific subjects. The need for more devices was supported by the Home and School Association which has organised a specific fundraiser to purchase another class set of ipads.

Situation Analysis:

• In the remaining years of the plan, the goal is to provide the Lead Professional Team the information, time and opportunities to lead staff in professional development in all areas of student performance and achievement.

• Introduction of the LBPBS Mentoring program was initiated Fall, 2013 to support and foster a climate of collaboration.

• Research indicates that teachers have the most impact on the professional development of their colleagues. Both the Lead Professional Team and the Mentoring Program will be used as spring boards for professional development and fostering of collaborative approaches to problem- solving. As stated in the success plan, the Westpark staff will undergo a major shift in the 5 years of the plan. In the year 2013, the teaching staffs is now equally divided between members who have been here less than 4 years and those who have been teaching more than 5 years at Westpark. This shift will continue for the duration of the plan.

• A subcommittee of the governing board was instituted to look at technology initiatives for Westpark. The committee’s mandate is to examine the direction that Westpark should take with regard to the use of ipads and other hand-held devices in the classroom. A survey of teachers indicates a high interest in the use of such technology and many individual projects in classrooms that are technologically- based. With the Wi-Fi updated expected in 2013-2014, an increase in requests for professional development and use of hand-held devices is expected to dominate new learning initiatives.